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Design as a tool for norm-critical teaching and learning
Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM). (CLKS)ORCID iD: 0000-0002-3720-693X
2016 (English)In: 9th European Conference on Gender Equality in Higher Education, 12-14 September, Paris 2016: Book of abstracts, 2016, 63-63 p.Conference paper, (Refereed)
Abstract [en]

The aim of this presentation is to discuss the significance of including norm-critical design concepts in the teaching of gender in social sciences and the humanities. During 2013-2015 the research project “Origo –design as agent for gender-sensitive work for change and innovation” was carried out. The aim of the project was to scientifically test and analyse a new method for working with gender equality in organisations. The method combines gender theory and norm-critical design and is used as a tool to visualise and challenge norms, prejudices and notions concerning women and men. Two different contexts were the subject of Origo – the male-dominated firefighting profession and the area of health technology. Several design concepts related to obstacles for and norms and assumptions about women and men about women and men in these contexts were developed. These design concepts were presented to the organisations but also used in the teaching of gender issues in social sciences and the humanities at Halmstad University, Sweden. Interviews were subsequently conducted with ten students. The interviews focused on how the students interpret the norm-critical design concepts, how they experience this kind of teaching and how the concepts might influence their notions of gender issues and theory. Theories on gender, learning and critical design were then used to interpret the interviews. The analysis shows how the design concepts raise questions of power, needs and gendered experiences. Furthermore, the concepts do this to a greater extent than more conventional ways of conveying knowledge about gender (such as reports, academic texts, statistics and PowerPoint presentations). Physical objects are perceived of as making gender issues more tangible.

Place, publisher, year, edition, pages
2016. 63-63 p.
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
URN: urn:nbn:se:hh:diva-32020OAI: oai:DiVA.org:hh-32020DiVA: diva2:971133
Conference
9th European Conference on Gender Equality in Higher Education, 12-14 September 2016, Paris, France
Available from: 2016-09-15 Created: 2016-09-15 Last updated: 2016-09-16Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf